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1、湖南省小学英语教学设计模板(示例一)授课教师姓名： 学校（通信地址）： 邮编： 电子邮件： 学科小学英语课题Where is my new cap?教材出版社湖南少年儿童出版社年级四年级下册第一单元课型任务型巩固拓展课学时第二课时教学内容1. Teaching materials 教材中的对话Peter: Where is my blue shirt, Mummy?Mummy: It is in the cupboard.Peter: Where are my brown shoes, Mummy?Mummy: They are under your chair.Peter: Where is
2、 my new coat, Mummy?Mummy: Your new coat is on the bed.Peter: Where is my new cap, Mummy?Mummy: Your new cap is on your head.2. 设计学案：1）听写：对上节课的单词和句型进行检测，让学生养成复习的好习惯；2）拓展：提供新的阅读学习材料“Tidy up Peters room”，训练他们的阅读技能，考察学生的理解能力及对介词的掌握程度，加深学生印象并为后面的“Tell Peter where his things are”情景交际做准备，学案中提供可供使用的对话参考句型；
3、3）学生作业设计：看图写话。教学目标1Knowledge Objectives：Be able to use the spatial prepositions “on, in, under, behind, in front of” to describe the positions of the objects correctly. Be able to ask and answer where sth is by using the sentences: “Where is/are my ?”“Its/Theyre” 2Competence Objectives: Be able to u
4、se the prepositions to express the spatial relationship of the objects.3Emotion Objectives：Be able to know that keeping things tidy is a good habit.课时安排本课教材内容选自湘少版四年级下册第一单元，本单元作三个课时安排。本节课是第二课时，课型为任务型巩固拓展课。在第一课时新授课里教师已经让学生整体感知了A部分的课文对话并处理了B部分的单词（a pair of shoes /a cupboard /glasses /a new cap /behind
5、）的听、说、读的问题，学生对名词的数与句型Where is/Where are？的搭配问题有了初步的印象，为本课时做好了铺垫。The second periodTeaching & Learning procedures:Step 1 Warming up and revision1. An English song“Where is Peter?”【学习内容】复习Where-?句型。【学习方式】唱英语歌曲。【设计意图】以歌曲活跃气氛使孩子们带着一种愉快的心情进入新的学习，教师板书要复习的句型。2. A game “Where is the ball?” T: Now, lets play a
6、 game. Look carefully. Where is the ball?S1: Where is the ball?Ss: Its on the table.S2: Where is the ball?Ss: Its under the chair.S3:【学习内容】复习on, in, under, in front of, behind等介词【学习方式】英语游戏。派学生代表上台用鼠标点击球，球弹到一个具体位置后，学生代表提问Where is the ball？其他同学回答。【设计意图】通过游戏调动学生的多种感官来复习方位介词，巩固介词的音，为后面的学习做铺垫。3. Asking a
7、nd answering T: Now, look at the pictures and choose the right sentences quickly. (CAI)【学习内容】复习名词的数与句型Where is/Where are?和 Its /Theyre【学习方式】学生看图选择句型搭配，用Where is/are Its/Theyre展开问答。【设计意图】要学生以问答的方式进一步巩固Where is/are Its/Theyre的用法，进一步熟悉名词的数并熟练地将他们与两种句型搭配，为后面的有意义交际打下坚实基础。4. Dictationon, in ,under, behind
8、, in front ofWhere is my bag? Its under the chair.Where are my books? They are on the table.【学习内容】对上节课的单词和句型学习进行检测。【学习方式】学生进行听写练习，教师对答案。【设计意图】 让学生养成复习的好习惯。Step 2 Practice1. Tidy up Peters roomT: Whose is this ball? Oh, its Peters. Where is Peter, now? Lets go and find Peter. He is at home. He is not
9、 happy, why? Look, what a mess! Lets help him tidy up the room. (CAI)1) Look and MatchPut the pen on the desk.Put the coat in the cupboard.Put the shoes under the bed.Put the cap behind the door.Put the glasses on the TV.【学习内容】阅读短文，完成整理Peter房间的任务。【学习方式】学生阅读短文，然后完成学案上的任务。【设计意图】通过阅读增大语言输入量，同时考察学生的理解能力
10、及对介词的掌握程度，加深学生印象并为下面的情景交际对话做准备。2) Make dialoguesT: Now, you tell Peter where his things are. For example:Peter: Good morning, Dongdong. I cant find my pen. Where is my pen?S1: Its on the desk.Peter: Oh, thank you. Where is my coat, then?S1: Its in the cupboard.【学习内容】自编对话，利用pen, glasses, door, TV, de
11、sk做情景对话。【学习方式】情景交际对话，两人一组以Peter和朋友对话的形式练习。 【设计意图】用其它生活用品做替换练习，从机械操练半机械半意义操练有意义操练。设计的这一情境是对课文的很好的延伸，重在培养学生活学活用语言的能力。在此情境下可以鼓励学生充分发挥自己的想象，用所有学过的英语进行有意义的交际。教师根据学生完成任务的情况继续在两个房间里添置物品。2. Hidden Picture: Where is the gift?T: Thank you very much. You are very helpful. Peter is very happy. He has some gifts
12、 for you. The gifts are hidden in the picture. Can you find out the cup, the toy car, the cat, the doll and the big letter K？(CAI) 【学习内容】任务型游戏：在寻找物品的过程中用英语自由交际。【学习方式】小组合作学习方式：学生四人一组根据所给图片从中找出隐藏的礼物，要求使用学过的英语句型。【设计意图】此环节是一个放松的环节，在这个真实的情境里学生自由交际着。这个过程真正体现了在做中学，学了就用的原则。它进一步调动了学生的学习积极性，锻炼了他们小组合作学习的能力。3.
13、Tidy your school thingsT: The class is over soon. Now, tidy up your things. Put your English book in your bag. Put your pen in your pencil-box. Put your pencil-box on your desk. 【学习内容】听力练习：学生整理自己的东西【学习方式】教师发指令学生做【设计意图】训练学生的听力，进一步检测今天所学内容学生是否已掌握，获得更多的来自学生的反馈。Step 3 SummaryRemember to keep your things
14、 tidy in your daily life.Step 4 HomeworkLook at the picture and write a few sentences in English.【学习内容】作业设计【学习方式】自主学习【设计意图】创设情境、激发兴趣，让学生课后自觉主动地用英语写句子，逐步培养学生写的能力。学 案Where is my new cap?. Dictation.Tidy up Peters room1. Look and match1. Put the pen on the desk. 2. Put the coat in the cupboard.3. Put t
15、he shoes under the bed. 4. Put the cap behind the door.5. Put the glasses on the TV. Pair Work: Tell Peter where his things are. 可供使用的对话参考句型：Excuse me, where is/are my?Its /TheyreYoure so kind.Thank you very much.Youre welcome.自我反思一. 主要特色与创新之处1. 注重学生读写能力的培养：提供新的阅读学习材料“Tidy up Peters room”， 课上安排了听写，课后的作业设计让学生看图自由写句子。2. 对上节课的单词和句型进行检测，让学生养成复习的好习惯。二. 存在的问题与不足1.时间安排欠合理，拓展环节的时间可能不够充裕。
